How effective is a group based motivational interviewing intervention in promoting pupil resilience and self-esteem?
The research examined the impact of a five week group-based motivational interviewing intervention on pupils’ self-esteem and resilience. The Resiliency Scales for Children and Adolescents (Prince-Embury 2007) and The Self Image Profiles (Butler 2001) were used as tools to obtain pre and post measur...
| Main Author: | |
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
| Published: |
2010
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| Online Access: | https://eprints.nottingham.ac.uk/11584/ |
| _version_ | 1848791311503589376 |
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| author | Moss, Claudia |
| author_facet | Moss, Claudia |
| author_sort | Moss, Claudia |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | The research examined the impact of a five week group-based motivational interviewing intervention on pupils’ self-esteem and resilience. The Resiliency Scales for Children and Adolescents (Prince-Embury 2007) and The Self Image Profiles (Butler 2001) were used as tools to obtain pre and post measures of pupil resilience and self-esteem. The researcher also explored teacher and pupil views of mental well being and Goodman’s (1997) Strengths and Difficulties Questionnaire was utilised to measure this.
The present study is a randomised control trial sampling 48, mixed participants, aged 13-14, in Y8 of a mainstream secondary school. Participants were initially selected via The Self-Image Profiles (Butler 2001) screener and then randomly assigned to either an experimental or wait list control condition.
Statistical analyses indicated a significant increase in the experimental group’s levels of self-esteem in comparison to the wait list control group (The Self Image Profiles, Butler 2001). No significant difference was detected on the Resiliency Scales (Prince-Embury 2007) or the pupil and teacher Strengths and Difficulties Questionnaire (Goodman 1997).
Methodological considerations are acknowledged and implications for future practice discussed. Overall, this study offers an insight into the potential of motivational interviewing to positively promote pupil self-esteem when applied across educational contexts with children and young people. |
| first_indexed | 2025-11-14T18:26:30Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-11584 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T18:26:30Z |
| publishDate | 2010 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-115842025-02-28T11:14:26Z https://eprints.nottingham.ac.uk/11584/ How effective is a group based motivational interviewing intervention in promoting pupil resilience and self-esteem? Moss, Claudia The research examined the impact of a five week group-based motivational interviewing intervention on pupils’ self-esteem and resilience. The Resiliency Scales for Children and Adolescents (Prince-Embury 2007) and The Self Image Profiles (Butler 2001) were used as tools to obtain pre and post measures of pupil resilience and self-esteem. The researcher also explored teacher and pupil views of mental well being and Goodman’s (1997) Strengths and Difficulties Questionnaire was utilised to measure this. The present study is a randomised control trial sampling 48, mixed participants, aged 13-14, in Y8 of a mainstream secondary school. Participants were initially selected via The Self-Image Profiles (Butler 2001) screener and then randomly assigned to either an experimental or wait list control condition. Statistical analyses indicated a significant increase in the experimental group’s levels of self-esteem in comparison to the wait list control group (The Self Image Profiles, Butler 2001). No significant difference was detected on the Resiliency Scales (Prince-Embury 2007) or the pupil and teacher Strengths and Difficulties Questionnaire (Goodman 1997). Methodological considerations are acknowledged and implications for future practice discussed. Overall, this study offers an insight into the potential of motivational interviewing to positively promote pupil self-esteem when applied across educational contexts with children and young people. 2010-12-09 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en arr https://eprints.nottingham.ac.uk/11584/1/fullthesis_CM.pdf Moss, Claudia (2010) How effective is a group based motivational interviewing intervention in promoting pupil resilience and self-esteem? DAppEdPsy thesis, University of Nottingham. |
| spellingShingle | Moss, Claudia How effective is a group based motivational interviewing intervention in promoting pupil resilience and self-esteem? |
| title | How effective is a group based motivational interviewing intervention in promoting pupil resilience and self-esteem? |
| title_full | How effective is a group based motivational interviewing intervention in promoting pupil resilience and self-esteem? |
| title_fullStr | How effective is a group based motivational interviewing intervention in promoting pupil resilience and self-esteem? |
| title_full_unstemmed | How effective is a group based motivational interviewing intervention in promoting pupil resilience and self-esteem? |
| title_short | How effective is a group based motivational interviewing intervention in promoting pupil resilience and self-esteem? |
| title_sort | how effective is a group based motivational interviewing intervention in promoting pupil resilience and self-esteem? |
| url | https://eprints.nottingham.ac.uk/11584/ |